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 "All of Dr. Ribas’s trainers are experienced school administrators, thus are skilled at bridging the gap between theory of teacher evaluation and the functional delivery of teacher evaluation. I particularly appreciate his trainers' ability to provide real school life examples in their presentations. Also, Bill and his staff are able to adapt their training programs to a variety of models including Danielson, Marzano, and the regulations and requirements of specific states and provinces. " 

- Dr. Keith Pfeifer
Superintendent, Littleton, NH
 

Consultants

Ribas Associates consultant/trainers all have over twenty years of teaching and/or administrative experience in public and private schools. Their practical background is supported by a comprehensive knowledge of the latest findings in educational research. As a result, all programs contain the current, proven strategies of classroom teaching and administrator practice.

billribas2William Ribas Ph.D., President

Dr. Ribas has over 30 years experience in pre-K–12 education. Dr. Ribas consults to school districts on evaluating and improving their supervision and evaluation programs and also provides training and coaching for building-based and central office administrators in supervision and evaluation. Dr. Ribas also evaluates new teacher mentor and induction programs in school districts, having trained hundreds of mentor teachers and teachers in their first two years in a district.

Dr. Ribas taught elementary grades 2–5 and middle school grades 6–8. During that time he served as a teachers' association officer in the roles of grievance chair, negotiations chair and vice president. Dr. Ribas has been a curriculum coordinator, a vice principal, principal and a director of pupil personnel services. For seven years, he served as the assistant superintendent for personnel for the Brookline, Massachusetts, Public Schools with responsibility for the supervision and evaluation of teachers and administrators in grades Pre-K–12 and the recruitment, hiring, mentoring, and induction of all newly hired teachers. Throughout his career, Dr. Ribas personally evaluated or supervised the evaluation of over a thousand teachers, administrators, nurses, counselors, school librarians and other professional support staff and paraprofessionals.

Dr. Ribas is the author of three internationally recognized books. 

carolCarol Gregory, M.S.

Carol has 35 years of experience in teaching and administration. After beginning her teaching career in a private, residential treatment center for students with special needs in Pennsylvania, Carol has served as a teacher and an administrator in the Brookline, Westwood, and Northampton Massachusetts, Public Schools. During her time as a teacher she served as president of the teachers' association, grievance chairperson and a member of the negotiating team for both teachers and administrators. After completing five years as the vice principal in a K-8 school, she served as a middle school principal and director of human resources. During her tenure as principal, she and her staff successfully completed a self-study and was awarded NEASC accreditation. Carol most recently served as Assistant Superintendent in the Wellesley, Massachusetts, Public Schools. Her responsibilities in Wellesley included bargaining, human resources and long range planning.

In her various roles, Carol has been responsible for recruitment, hiring, and induction and mentoring of new teachers, as well as professional development and supervision and evaluation of professional staff. In addition to completing the University of Massachusetts' Dispute Resolution Program, she has experience with contract negotiations and conflict resolution in three different communities. During her career she has represented both labor and management at the bargaining table.

marchandCynthia Marchand, M.S.

Cynthia began her career in education 37 years ago. Thirty-three of these years were in the Newton, MA, Public Schools, first as a teacher and then in administrative roles.  As Mentor Director in Newton, she sought to support and retain new staff while also energizing and affirming the expertise of veterans.  Later, as an Elementary Principal for 15 years, she was influential in both curriculum and staff development within the district. Her expertise focused particularly in literacy and a standards-based educational model. As an educational leader, she focused on refining practice through embedded professional development, consistency of focus, and distributive leadership.  She believed in actively engaging students in their learning through self-reflection, and goal setting. Cynthia's recent role was that of Assistant Superintendent in Burlington, MA. As Assistant Superintendent, she implemented new initiatives as she focused on Global Education, Literacy across the curriculum, and coaching models.  Through math coaches, math tutors, and reading specialists at the elementary level, she worked to deepen content knowledge and build capacity among staff. At the secondary level, initiatives included developing and offering dual certification courses through collaboration with local colleges, and the creation of a Global Competency Certificate.  ynthia also continued to implement and support other curriculum and professional development efforts to broaden World Language, integrate global studies, and develop a senior capstone project. Cynthia received a B.S.in Elementary Education/Psychology from Skidmore College and an M.S. in Education from Wheelock College. She has done additional post-graduate work in Education Administration at Boston College.

Paul 1

Paul B. Ash, Ph. D.

Dr. Paul Ash recently retired as the Superintendent of Schools in Lexington, Massachusetts after ten years. During his 42-year career, Paul has held a wide range of school leadership roles: Superintendent of Schools, Westwood, MA; Assistant Superintendent for Personnel, Finance, and Administration, Wellesley, MA; Chair of the Legislation Committee, Massachusetts Association of School Superintendents, President and Negotiations Chair, Dover-Sherborn Teachers Association, Dover, MA; President of the Massachusetts Association of School Personnel Administrators, and Member of the Newton School Committee, Newton, MA. Paul's contributions to the field have been recognized at the state and national level in human resources/labor relations, financial operations, and professional development. He is the co-author of the highly acclaimed book School Systems That Learn: Improving Professional Practice, Overcoming Obstacles, and Diffusing Innovation.

Dr. Paul Ash has held a wide range of school leadership roles during his 42-year career: Superintendent of Schools Lexington, MA; Superintendent of Schools Westwood, MA; Assistant Superintendent for Personnel, Finance, and Administration, Wellesley, MA; Chair of the Legislation Committee, Massachusetts Association of School Superintendents, President and Negotiations Chair, Dover-Sherborn Teachers Association, Dover, MA; President of the Massachusetts Association of School Personnel Administrators, and Member of the Newton School Committee, Newton, MA. His contributions to the field have been recognized at the state and national level in human resources/ labor relations, financial operations, and professional development.

Paul has been recognized at the state and national level in human resources/labor relations, financial operations, and professional development. In 2010, the national newspaper Education Week highlighted Lexington's professional development program as one of six national models on how professional learning can be used to improve student learning and teacher innovation. In 2015, Lexington's leadership in the area of professional development was further highlighted by the Massachusetts Department of Elementary and Secondary Education (http://www.doe.mass.edu/pd/casestudies/LPS-study.pdf)

Paul the co-author of the highly acclaimed book School Systems That Learn: Improving Professional Practice, Overcoming Obstacles, and Diffusing Innovation. The book focuses on how any school district can raise academic achievement for all students by creating an adult learning organization based on trust, collaboration in all directions, and leadership at all levels.

Paul's leadership consulting work with Ribas Associates includes the following workshops:

    1. Build High Performance Teams Within Your School That Gets Results
    2. Effective Feedback is at Heart of Great Coaches and Instructional Leaders
    3. What it Takes to Close Achievement Gaps for Special Education Students and Students of Color
    4. Whole School/School System Change (based on my book School Systems that Learn: Improving Professional Practice and Student Learning)
    5. Learn How to Design Highly Effective and Engaging Meetings
    6. Building Strong School Cultures and High Teacher Morale
    7. What Administrators Need to Know to Supervise and Evaluate Low Performing Teachers (legal, education, political, and social)
    8. Difficult Supervision and Evaluation Conferences
    9. How Teachers Can Increase Student Engagement With Low Income/Poverty Students

Paul is a high-energy school administrator and consultant who is ready to help school and district leaders improve student learning and professional relationships.

D Brady300x240-colorDeborah Brady, Ph.D.

With over thirty years in public and private education, Debby Brady has had experience both as a teacher and administrator. Deb has served as an Assistant Superintendent in two districts, a college teacher and director of a writing/learning center, a secondary reading and English teacher. In addition, Deb has served as a Director of a Learning Center at Dean College, and as an adjunct professor at Lesley College, Assumption College, Worcester State College, and Fitchburg State College where she taught both graduate and undergraduate courses in curriculum, reading, literacy, and writing. Deborah earned her doctorate at Lesley in educational studies where her research focused on the impact of a standards-based curriculum on teaching, learning and assessment. Her special areas of interest include curriculum assessment, development, and improvement; instructional leadership; assessment and the use of data that improves instruction and student achievement; building the capacity of a district through collaborative work within professional learning communities, data teams, and administrator collaboration; writing and its assessment; and literacy.

debbiesmDeborah Mercer, MS. Ed.

Deborah has 23 years of teaching and administrative experience that spans pre-school to grade eight. She has been a classroom teacher in the Harvard University Business School Pre-School in Cambridge, MA, the Dalton School in New York City, and the Brookline Public Schools in Brookline, MA. She has also worked as a private tutor specializing in language arts and mathematics remediation and extension. Deborah has served as a district-wide coordinator of programs for the gifted and talented and as a resource teacher for regular classroom teachers and students in the area of gifted and talented education. In these roles, she coached teachers in the use of differentiated instruction to effectively meet the needs of the highest performing and lowest performing students in classroom.

gumlaw1Elayne Gumlaw M.E.

Elayne has 30 years of experience in teaching and administration. She has taught at both the elementary and middle school levels and has also served as English Department Chair and Team Leader. Her administrative experiences include positions as middle school Vice Principal and elementary Principal, and currently, she is the pre-K to 12 Director of Curriculum for the West Springfield Public Schools. Elayne also serves on the Westfield State College Steering Committee for the CENTER for Teacher Development. Elayne's expertise includes brain-based instructional strategies, application of graphic facilitation in meeting planning, curriculum mapping, teaching in the standards-based classroom and strength-based coaching. She has facilitated numerous teachers' workshops on topics such as positive classroom management, effective teaching, transitioning to middle schooling, and curriculum mapping.

BJCataldoBarbara Cataldo Ph.D.

Dr. Cataldo has worked in the field of education for 35 years, serving in both public and private schools.  She taught for sixteen years prior to transitioning to the central office and has been a Special Education Coordinator and Special Education Director.  During the last decade she has been both an Assistant Superintendent and Superintendent.  Her experience in the public schools includes districts ranging from urban to suburban. In her last position as Superintendent, her district received national recognition for their high performance.

Dr. Cataldo gained a reputation for revamping special education departments, employing cost saving measures while increasing service delivery to students.  She wrote curriculum to assist adolescents with executive functioning needs and created technology plans to assist special education students with learning.  She has trained teachers in the area of team teaching and offered training for paraprofessionals and substitute teachers.  Reading is a primary focus for Dr. Cataldo.  She has given workshops on reading development and comprehension both at the local and national level. 

Dr. Cataldo has served in numerous roles supporting the field of education.  She has been Chair of the Board for South Shore Educational Collaborative, a member of the Professional Development Committee for the Massachusetts Association of School Superintendents, and worked with the Bi-Co Collaborative.  Additionally, she has been a Wilson Language Trainer for seventeen years, a speaker for Understanding Our Differences, an adjunct instructor in the area of assessment, an independent presenter and special education advocate.  Dr. Cataldo values the benefits of collaborative relationships between schools and school boards, faculties, and parents.  

marchandRoseli S. Weiss, Ed.D.

Roseli Weiss has been a leader in public and private education for over 40 years.  She started as a classroom teacher, and moved to leadership positions including Director of Gifted and Talented Services, Director of Curriculum and Instruction, Principal in schools of varied sizes, Assistant Superintendent of Schools and finally, Superintendent of Schools.  She has worked in urban, suburban, and rural school districts. She carries Masters degrees in Counseling Psychotherapy and Elementary Education, and an Ed.D with focus on Curriculum Design, Educational Leadership and Critical and Creative Thinking.   Alongside her primary roles in education, Roseli has been an Adjunct Instructor at Leslie University and Simmons College, and an independent lecturer, workshop leader, and consultant.  With Ribas Associates Roseli works with teachers, paraprofessionals, and administrators in the areas of effective instructional and clinical practice, educator evaluation, curriculum, and assessment.

LoisLois Ducharme, M. Ed.

Lois has been in the field of special education for over 40 years. She worked her way through school as a paraprofessional in a school for developmentally delayed students. She spent 18 years in the classroom teaching students with moderate disabilities and at risk behaviors. Lois spent many year as a school adjustment counselor and was certified in rehabilitation therapy through the Department of Allied Mental Heath. It was a natural progression for her to enter administration where she became an Administrator of Special Education. Lois provided professional development for her staff and often provided training in neighboring districts. Her responsibilities included but were not limited to: professional development , teacher observations and evaluations, program development and adherence to all State and Federal laws, regulations and mandates. Her experiences have been at different levels of responsibility leaving her with an understanding of the needs of staff and faculty at each level of the profession . After leaving public education, she taught as adjunct faculty at The American International College : "Theories of Learning Disabilities" and " Introduction to Special Education".

VictoriaVictoria Greer, Ph.D.

Dr. Greer began her career as a special education teacher in Nashville, TN. She has served as a teacher, instructional coach, and district leader in the two largest school districts in Tennessee. She has also been recognized for the work she led in coordinating after school and summer programs in underserved communities in Nashville. In 2013, she was afforded the opportunity to become a leader in one of the most progressive school districts in the nation.

As a standout leader, Dr. Greer has implemented the continuous improvement model to create educational structures focused on closing the achievement and opportunity gaps for students. She is a calculated risk-taker with deep knowledge and skills in leadership development for principals and teachers, gifted education, Universal Design for Learning and Special Education.

Dr. Greer's core values of integrity, service and commitment sets her apart as a top visionary leader amongst administrators, teachers, students and families. In 2016, Dr. Greer was appointed to the Advisory Council for the Center for Digital Education. She was also nominated for the Visions of the Community Award in 2015 and was named Cambridge's Who's Who Amongst Professionals and Executives in 2010.

Presently, Dr. Greer serves as the Assistant Superintendent of Student Services for Cambridge Public Schools in Massachusetts. She just completed the first of several white papers with the Center for Digital Education entitled "Making Blended Work." She is a co-author of the Ribas Associates book, Instructional Practices That Maximize Student Achievement: By Teachers, For Teachers. 

leoLeo P. Corriveau, Ph.D.

Dr. Leo P. Corriveau is a former award-winning superintendent of schools, principal, director of a university teacher preparation program, director of a graduate school and advanced graduate studies programs. He began his career in education as a middle school social studies teacher and still teaches advanced graduate courses at two universities. He earned his Master degrees from Fitchburg State University and Providence College where he served as the graduate assistant to the Dean of the Graduate School, Rev. Cornelius P. Forster, O.P., Ph.D. He has done doctoral study at the University of Vermont and Columbia Pacific University, where he earned a Ph.D. in 1986. During his career in two states several of his schools, teachers and administrators earned state and national recognition for excellence. Dr. Corriveau has also served as a consultant for the New Hampshire School Boards Association, the International Center for Leadership in Education, Bonstingl Leadership Development, and Main Street Academix. He has helped school boards and universities complete over twenty-seven major school and campus building projects, from new state of the art elementary schools to off campus university facilities. Also, he has served on many advisory boards and is a past president of New Hampshire ASCD when it won its first Affiliate Excellence Award and hired its first executive director. Dr. Corriveau special areas of interest and expertise are strategic planning, appreciative inquiry, alternative educational programming, schools of the future, coaching, mentoring and evaluating school and district leaders and teams, school board governance, the Baldrige Process, and school turnaround projects.

KarenCraigKaren Craig, M. Ed.

Karen Craig is an educational consultant who began her career as an educator in the 1970’s; the fact that she has been an educator who has made significant contributions to the profession for over 40 years is indicative of her love for her life’s work. Ms. Craig has consulted and presented to school districts and at conferences in a variety of locations across the country; her focus is helping teachers/ schools/district “turnaround” and develop systems/use best instructional practices that result in improving student learning. She served a teacher leader in both public and private schools elementary and middle/high schools in New Hampshire, Pennsylvania, and Connecticut. She served on and/or chaired many different curriculum committees; she developed a writing curriculum; she created new courses (Thinking and Writing and Thinking and Writing II); and she chaired a computer department. In 1994, Ms. Craig began started her administrative work, first serving as the Principal of Dr. George S. Emerson Elementary School in Fitzwilliam, New Hampshire, where she worked collaboratively with parents, faculty and staff to build a culture of excellence at Dr. George S. Emerson School; as a result of her collaborative approach to leadership, Emerson School has a track record of success. In 2010, Ms. Craig was appointed the Assistant Superintendent of Schools in the Monadnock Regional School District (NH). As Assistant Superintendent, she led the school district’s efforts in curriculum, instruction and assessment. Under her leadership and in collaboration with faculty and staff, much was accomplished: the development and implementation of a District Literacy Plan, new accountability measures, a new teacher evaluation model, a new Professional Development Master Plan, the implementation of the first phase targeting College and Career Readiness Standards/Common Core State Standards, and implementation of a Professional Learning Community Model and a Response to Intervention system for each school in the district.

jdeaneJennifer Antos Deane, Ph.D.

Jenny Deane has a Ph.D. from Boston College in Curriculum and Instruction with an emphasis on math and literacy education in the elementary and middle school classroom. She was a teacher in Braintree, MA, where she was chosen as Teacher of the Year. She was also a classroom teacher in the North Reading, MA, and Needham, MA, Public Schools. She presently works as a mathematics resource teacher in the Needham Public Schools. Jenny has been influential in developing materials and training teachers to extend and remediate mathematics teaching. She also assists teachers with integrating mathematics and literacy. Her publications include the article "Daily Journals Connect Mathematics to Real Life Mathematics Teaching in the Middle School," the Journal of Mathematics Teaching in the Middle School, and she is a co-author of the book, Instructional Practices That Maximize Student Achievement: For Teachers, by Teachers, in which her particular areas of focus are differentiated instruction, mathematics specific pedagogy and literacy-specific pedagogy. 

jhardinJane Hardin, M. Ed.

Jane Hardin began her career as a public school teacher teaching both general education and special education. During her time as a resource room teacher, her program was selected as an exemplary model by the National Council for Exceptional Children. For the last 20 years, Jane has been a member of the Simmons College Faculty, supervising and training student teachers and interns who are going into the field of special education. In addition, she has served as a consultant for a variety of school systems both locally and nationally and was a board member of the Massachusetts Council for Exceptional Children. Jane is also a published author.

Jane's B.A. is in general education and she has a M.Ed. in Teacher of Children with Special Needs. Jane's areas of training and consultation include Response to Intervention, Classroom and Behavior Management, The Changing Face and Needs of the Student with ASD, Teaching Students with Emotional and Behavioral Issues, How Anxiety Impacts the Learning Process, What Educators Need to Know About TBI.

BarbaraGibson.picBarbara Gibson, M. Ed., CAGS

Barbara's professional experience includes teaching, administration, consultation and professional development for teachers at elementary, middle school, high school, college, and graduate school levels. Barbara's teaching career has included teaching English and reading at all grade levels, first in West Philadelphia and then in Massachusetts. After receiving her C.A.G.S. in Special Education, Barbara joined the faculty at Lesley University, where she developed and taught courses in special education curriculum development, behavior management, and consultation and collaboration. In addition, she served as Lesley liaison and consultant to facilitate inclusion in several Boston Public Schools. After becoming Program Director of the Special Education teacher preparation programs in the School of Education at Lesley, Barbara led in course and program revisions, development of an online Special Education program, and development and implementation of a Lesley program in Tacoma, Washington, offering special education certification and Masters degrees in partnership with Tacoma Community College.

Barbara's particular areas of interest and expertise include instruction for struggling readers and students with disabilities, Response to Intervention, Universal Design for Learning, adolescent literacy, learning strategy instruction and urban education. In addition, Barbara has done considerable work designing institutional and program assessment systems to align with state and national standards. She has delivered presentations for MACTE, NEEAN, and numerous systems and educational organizations.

Barbara earned her BA in English from Bucknell University, her MEd in Reading from Temple University, and her CAGS in Special Education from Lesley University.

LyndseyLyndsey Nunes, M. Ed., BCBA

Lyndsey is a special education consultant who services central and western MA districts. She has 9 years of experience working with students with disabilities ages 8-22 in both home and school settings. She has worked in both private and public schools as a special education classroom assistant, a vocational coordinator, a special education teacher, a behavior analyst, and a life skills teacher. In addition to her work with Ribas Associates, she works for Westfield State University as their Inclusive Concurrent Enrollment Coordinator. In that role she works with students ages 18-22 from Agawam, Amherst, Chicopee, Gateway Regional, Hampden Charter School of Science, Ludlow, Southwick-Tolland, and Westfield Public Schools. Lyndsey has spoken on topics such as inclusive postsecondary education programs for students with intellectual and developmental disabilities, autism, vocational and alternative school programs, special education transition, computer-assisted instruction, and stimulus equivalence. Lyndsey has two Masters Degrees from Simmons College, one in Severe Special Needs and one in Behavioral Analysis. She is an ABD level doctoral student at the University of Massachusetts Amherst focusing her dissertation research on the development and enhancement of self-determination skills of students enrolled in inclusive postsecondary education programs in Massachusetts.

JaleneTameratJalene Tamerat, M.A.T., Ed.M.

Jalene Tamerat is a third-year doctoral student in Educational Leadership and Policy Studies at Boston University. Prior to her pursuit of full time graduate study, she worked in Boston Public Schools for ten years, the last eight of these as science teacher and teacher leader at the Josiah Quincy Upper School. At the Quincy Upper, in addition to her teaching duties, Jalene led groups of teachers through various school-based reform initiatives, including a comprehensive School Quality Review. Jalene also worked as part of a small team to develop the school's curriculum and practices for the adoption of the International Baccalaureate Program, and supported the school through its first few years of implementation. Since 2013, Jalene has been working with Breakthrough Greater Boston to provide instructional coaching to aspiring science teachers.

Jalene received her B.A. in political science from the University of Massachusetts, Amherst, and holds master's degrees from Emmanuel College (M.A.T) and Harvard University (Ed.M., Education Policy and Management). In 2008, she earned administrative licensure through participation in the Greater Boston Principal Residency Network. Her research at Boston University involves the experience of urban teachers as global competence educators. She is also a co-author on a soon to be released book on effective teaching. Her major area of focus in the book is the brain and learning.

CindyCrimminCindy Crimmin Ph.D . 

Cindy Crimmin has served in both public and private schools for more than 35 years. Beginning as a bilingual Ell and Science teacher in the Boston Public Schools at the middle school level, she has taught Spanish at all levels from early elementary to high school Advanced Placement and was a teacher of English language learners. Her strong interest in curricular design and in improving teaching and learning across the grades prompted her to complete a Ph. D. in Educational Administration at Boston College. That experience led her into administration, where she worked in curriculum leadership at the central office and served as an elementary principal in Watertown and Weston. In each role, Cindy always saw herself primarily as a teacher.

Throughout her career, Cindy’s greatest passion has been to encourage student ownership of the learning. A life-long learner herself, she believes that the role of teachers is to give students an understanding of the important ideas and facts that underlie academic disciplines. Equally important are the skills to learn on their own and the belief that their voices matter. Only teachers who are willing to then step back as true “guides on the side” are able to give their students the space and confidence they need to think creatively.  It is in that creativity that learning becomes the joy it should be. Finding that joy for her students and for herself continues to drive all that Cindy does.

LDenault3Linda Denault, Ed. D.

With over thirty years in public education, Linda Denault has a wealth of experience as an administrator and teacher. Linda served as the Superintendent, a pre-K to 12 curriculum coordinator, school principal, assistant principal, reading supervisor, reading teacher, and classroom teacher. In addition, Linda has served on the faculty of the Education Department of Worcester State College and Fitchburg State College, where she worked at both the graduate and undergraduate levels. In these positions she was actively involved in work with urban schools in Worcester, MA Presently, she is a professor in the Education Department of Becker College in Worcester and American International College in Springfield. Linda earned her doctorate in educational research, policy and administration from the University of Massachusetts-Amherst, where her research involved the effect of persistence in group/looping on student achievement. Her special areas of interest include instructional leadership, strategic planning, data-based decision making, and building communities of learners.

martha200x139Martha Batten, M. Ed.

Martha Batten has been in education for more than 40 years, beginning with classroom teaching experience in elementary and middle schools. After transitioning to the Smith College Campus School, the laboratory school for the Department of Education and Child Study, Martha spent many years supervising the graduate fellows in education as well as supervising undergraduate student teachers. She joined the education and child study faculty as lecturer and later was appointed Principal of the Campus School, a position she held for 11 years. Martha spent 11 years as a principal in Westwood, Arlington, and Lexington. Her focus was on building a strong school culture focused on instructional leadership to close the achievement gap. She worked with the staff in Westwood to turn around the math and English language arts MCAS scores from low performing to receiving a nomination to be a Massachusetts Compass School. In Lexington, Martha worked with the fifth grade teaching team to redesign how mathematics instruction was delivered, using a professional learning community structure and introducing formative assessments. As a result of this joint work, the school's fifth graders moved to second in the State on the 5th grade MCAS. During her career, Martha has consulted for the DESE, been a mentor for several principals, and presented at the National Association for Teachers of English. Currently Martha is an adjunct professor at Fitchburg State College as part of the administrative licensure program. She has a BA in English from the University of Massachusetts (Amherst) and an Ed.M in Education and Child Study from Smith College. 

mgigliottiMarilyn Gigliotti, Ed. D.

With over 30 years of experience in grades pre-K to12 education, Marilyn Gigliotti has worked in urban and suburban school districts in several capacities. She has taught at the elementary and middle school levels. She was a principal for 7 years and an assistant superintendent for 7 years. In her various roles, she has led curriculum-development teams, provided professional development for teachers at all levels, worked closely with Departments of Education at the state level, analyzed district assessment data for use in improving instruction and created supervision and evaluation documents for teachers and administrators. Marilyn earned her Master's and Doctorate in Educational Leadership with an emphasis on professional development and teacher leadership. Marilyn is also a Visiting Professor at Salem State College, where she teaches courses in Literacy and Educational Leadership.

scottseiderScott Seider, Ed.D.

Scott Seider is an Assistant Professor of Curriculum and Teaching at Boston University. He has also worked as a high school English teacher and administrator in the Westwood, MA, and Boston Public Schools, giving him extensive experience in urban and suburban schools. Scott earned his bachelor, master and doctoral degrees from Harvard University, where he trained under Dr. Howard Gardner. His research focuses on the development of social responsibility in adolescence and emerging adulthood, and his work has been published in numerous academic journals that include the Journal of Adolescent Research, Journal of Civic Commitment and Journal of College & Character. Scott is also a co-author ofInstructional Practices that Maximize Student Achievement: For Teachers, By Teachers, and he continues to work with school districts training educators in effective classroom management, creating a cognitive context for learning and other aspects of brain-based teaching, and teaching in extended time blocks.

wigdor

Sheryl Wigdor, M. Ed.

Sheryl has 34 years of teaching experience at the elementary, middle school, and high school levels. Her education includes a B.S. in Elementary Education, an M.Ed. in Mathematics Education, and significant post-graduate work in computer education, psychology, and curriculum design. Most recently Sheryl has worked as a high school mathematics teacher. She has written standards-based curriculum documents and developed accompanying assessment tools. She served as chairperson on a NEASC committee evaluating administrative effectiveness. Sheryl has been a mentor teacher and peer coach. Her coaching included serving as a model teacher for effective classroom management. In this role other high school teachers observed her teaching to see the effective implementation of current practices in classroom management. During her middle school years, Sheryl took part in team teaching, and designed and implemented a remedial summer school program. In the community, she has been a board member of BEST (an educational foundation), director of a Museum of Science outreach enrichment program, liaison to Invensys Corporation for a "Women in Technology" engineering program, guest lecturer at Boston University, and a mathematics/SAT/MCAS/GED tutor. In addition to her work with Ribas Associates, Sheryl serves as an Instructional Consultant for the Performance Review Program for Initial Licensure.

carolAnne  Whittredge, M.S.

Anne Whittredge has over 35 years of experience as a classroom teacher, arts educator, principal and adjunct faculty at Simmons College in the Educational Leadership Program. She began her career in a Boston Public Schools and retired as an elementary principal from the Needham Public Schools. During her tenure in Needham, Anne was instrumental in beginning the new teacher induction and mentoring program. She also began and oversaw a highly successfully full year internship program with MAT students from Simmons College. A strong believer in urban-suburban educational partnerships, she began two programs. One program brought high school seniors from the Codman Academy Charter High School in Dorchester to Needham, one day each week, to work with teachers in classrooms. The other program linked students and teachers from Needham and Boston elementary schools for shared Science Explorations of the Weir River. At the district level, Anne was active on the Literacy Professional Development team and the Responsive Classroom Implementation Initiative.

Anne is currently an adjunct faculty member at Simmons College Department of Education in the Educational Leadership Program. She teaches Classroom Supervision and Evaluation and Foundations of Educational Leadership. As a Performance Evaluation specialist, Anne coaches principals in the Boston Public School on teacher supervision and evaluation. She also consults in the areas of school leadership, classroom culture, new teacher support, mentor training, and Response to Intervention (RtI).

Anne earned a BA from the University of Massachusetts and an Ed M from Boston University. She received an MBA from the Simmons College Graduate School of Management.

About:

Ribas Associates is a leading provider of professional development, consulting and publication services designed to improve educator effectiveness and student performance.

Call: 781-551-9120
Email: info@ribasassociates.com

 

 

 

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